Q) Why do you talk about preventing depression rather than preventing suicide?
A) The best way to prevent suicide is through the early recognition and treatment of depression and other psychiatric illnesses. Suicidal ideation is a relatively rare and late symptom on the timeline of mental illness while depression is the most common pre-cursor to suicidal ideation (reference 1 below). The warning signs for suicide prevention were developed by an expert working group convened by the American Association of Suicidology. Citing the importance of distinguishing warning signs from risk factors, the group defined warning signs as the earliest detectable signs that indicate heightened risk for suicide in the near-term - i.e., within minutes, hours, or days - as opposed to risk factors which suggest longer-term risk - i.e., a year to lifetime - (reference 2 below).
Depression can be treated and, for many, it can be prevented. It is the goal of Adolescent Wellness to make known tools and training to build resilience in order to prevent depression; also, to help kids develop the insight to recognize symptoms of depression and the language to communicate with an adult to initiate earlier referral for treatment.
1) Wahlbeck K. & Mäkinen M. (Eds). (2008). Prevention of depression and suicide. Consensus paper. Luxembourg: European Communities. Also JAMA. 2005;294:2064-2074
2) Rudd, M. D., Berman, A. L., Joiner, T. E., Jr., Nock, M. K., Silverman, M. M., Mandrusiak, M., et al. (2006). Warning signs for suicide: Theory, research, and clinical applications.
Suicide and Life-Threatening Behavior, 36(3), 255-262.
Q) Can communities implement without outside/special assistance?
A) Yes, several resources are designed for implementation by existing resources in any community are identified on this website and elsewhere. Referral suggestions are included in these resources.
Q) Why do you talk about skills and knowledge of adolescent wellness rather than the four C’s of 21st Century Learning or Social and Emotional Learning (SEL)?
The context of adolescent wellness is outside of school as well as inside. The context of the four C's and SEL are defined by each school entity.
Q) If additional assistance is desired, are resources available?
A) Additional resources are available from area health care providers, and potential community resources including pediatricians, parents, youth clergy, etc. If implementation assistance is desired, we can help you arrange for these services:
- Train the Trainer workshop day
- Consultation Package
- Needs assessment
- Resource assessment
- Workshops for staff, youth, parents and youth leaders
- Guidance in developing evaluation materials
- Follow-up session
- Development and presentation of individually tailored curriculum
- Includes prevention training
- Includes ongoing communication and adaptation of materials
- Partnering with parents
- Peer mentoring
- Community collaboration
- Web based training and resources
- Phone consultation
Q) Is the curriculum evidence based? Is the curriculum for Social and Emotional Learning (SEL)?
A) Yes.
Q) Is this medical science? Does peer reviewed research exist?
A) Yes. The latest confirms that not only is depression prevention effective but that side benefits include raising the academic achievement test scores of the entire grade:
-11 percentile point gain in achievement test scores
-10% decrease in emotional distress such as anxiety and depression
-9% improvement in school and classroom behavior
-9% decrease in conduct problems such as classroom misbehavior and aggression
Based on the studies that collected follow-up data in each of the above categories, the positive benefits to students are found to persist over time.
[Durlak J, Weissberg R. The Impact of Enhancing Students' Social and Emotional Learning:
A Meta-analysis of School-based Universal Interventions 2011. Child Development, Volume 81, Issue 1.]
